working students: their benefits, challenges and coping

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 358

http://sshj.in/index.php/sshj/ Research Article

Social Science and Humanities Journal

Working Students: Their Benefits, Challenges and Coping

Mechanisms

ANDREWS P. MAQUILING, Ed. D.

Center for General Education, Department of Languages and Social Sciences

Abstract:- This descriptive - survey study finds out the challenges, benefits and coping mechanisms of

working students in the different companies and colleges in the Kingdom of Bahrain during the Academic

Year 2016 – 2017. Included in the study were 150 working students. Frequency, Rank, & Mean were used to

determine the dominant challenges, benefits, and coping mechanisms of working students. T-test was used to

determine the significant difference on the dominant challenges & coping mechanisms of the working

students for their type of part-time job. The results revealed that out of the 150 respondents who are working

mostly in the private sector, their main reason why they work part-time is because of additional money and

not so much for experience. Many of them are into business and customer service. Their serious challenge is

of their friends & family’s complain of spending less time with them. Although their highest benefit revealed

is winning a lot of friends at work and financial security. Nevertheless, they find comfort to have a strong

support system from family, friends and significant others as their highest source of coping mechanism aside

from their high hopes and determination in finishing their career. Inferential analysis revealed that there is

significant difference in the dominant challenges & coping mechanism of the working students for their type

of part-time job. Thus, both the null hypotheses were rejected.

Keywords: - working students, challenges, benefits, coping mechanism

1. Introduction

According to the National Center for Education

Statistics, enrollment among college working

students rose by 26 percent, from 2005 to 2015. But

years after enrolling, 68% of part time students are

either still struggling to finish or have dropped out

[1]. Working students face individual challenges

that make it difficult for them to finish school in

four years.

Approximately 80% of working college students is

between the age of 16 and 24. According to the

Association of University Professors, the rising cost

of college education is the primary reason why

students work and attending school [2]. To balance

work with classes can lead to many problems for

working students. However, their hard work is

beneficial once they finish college. Companies

hired working students because of their experience

and dedication.

Working students also need to balance school and

family. Working students who have children or

attaining to care for their aged parents have a hard

time finishing their homework because they need to

tend their family members.

Working students find it hard to resist

procrastination because they have outside

commitment. Time management can be a challenge

for working students. Without time management

skills, working students may let their homework file

up.

The main objective of this research work is to help

students with their challenges and for the school to

enhance coping mechanisms that encourages

students to bank on their benefits that they may

graduate on expected time.

1.1 Statement of the Problem

This study finds out the challenges, benefits and

coping mechanisms of working students who are

working in the different companies and studying

college at the same time.

ANDREWS P. MAQUILING, Ed. D. / Working Students: Their Benefits, Challenges and Coping Mechanisms


Specifically, the study answered the following

questions:

1. What are the types of part-time job the

students mostly engaged in; sector of

company they belong and the dominant

reasons for taking part-time job?

2. What are the dominant challenges of

working students?

3. What are the benefits of working students

compared to full-time students?

4. What are the coping mechanisms of working

students?

5. Is there a significant difference in the

dominant challenges of the working students

for their type of part-time job?

6. Is there a significant difference in the coping

mechanisms of the working students for

their type of part-time job?

1.2 Hypothesis

1.2.1. There is no significant difference in the

dominant challenges of the working students for

their type of part-time job.

1.2.2. There a no significant difference in the

coping mechanisms of the working students for

their type of part-time job.

1.3 Significance of the Study

This study is beneficial to the following persons

because it aims to promote the educational

milestone in the modern world.

Working Students as the recipient of the study that

might be incorporated in results and

recommendations working students will have better

opportunities to develop their confidence including

their personal bearing that better promote sound

values.

Teachers as the direct advisors in the classroom,

knowing the working student’s difficulties can

highlight some schemes and tactics in arranging

their lessons in a variety of directions and strategies.

Parents as part of the stakeholders and immediate

co- player in the revolutionizing of their children

will catch a broader view to help address working

student’s predicaments.

School administrators as educators, school

managers can look forward to the altering

educational needs of the time. As the drift of

enrollees changes to rise from mere full time

college students to the on-going needs of part time

students, school administrators can better address

the stream of knowledge may it in the curriculum

preparation or so, because they have more expertise

of the educational structure in a particular school.

Researcher as such, being a teacher, can apply

different ways of approaches and instructions upon

knowing the problems of the working students.

The Community which is the eventual institution

whose public welfare is reliant to the kind of people

that inhabits the locale is the vital beneficiary of this

study as every good this study brings to the working

students boils down to the community and thus to

the bigger society.

Future Researchers who are interested in

enhancing the problems of working students into

future study will be greatly helped from this

research work.

1.4. Scope and Limitation

This study is limited to the undergraduate students

in the Academic Year 2016 – 2017 who are

working in selected companies in the Kingdom of

Bahrain.

1.5 Conceptual Framework

Independent Dependent

Working Students Challenges and

Benefits of Working

Students

Coping Mechanisms of Working Students


SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 60

It shows one independent variable; working

students and the dependent variable which are the

challenges & benefits of working students together

with their coping mechanisms.

In dissimilarity with many classroom undertakings

that contain intangible knowledge, Lave (1990)

argues that learning is situated; that is, learning is

rooted within activity, context and culture [3]. So

this research work is anchored on Situated Learning

theory. This theory postulates that learning is

unpremeditated and found within genuine context,

culture and activity. This theory supports to

facilitate the working students learning activities

since their situation warrants special attention based

on context and culture.

Knowledge necessitates to be obtainable in reliable

settings — environment and situations which will

generally involve learning. Societal collaboration

and teamwork are necessary mechanisms of situated

learning — students become involved in a

―community of practice‖ which represents certain

behaviors and beliefs to be attained.

Collins and Brown highlight the impression of

mental preparation [4]: ―Cognitive apprenticeship

maintains learning in a field by enabling students to

acquire, advance and practice cognitive tools in

authentic domain activity. Learning, both inside and

outside school, advances through collective social

interaction and the social building of knowledge.‖

Situated learning is correlated to Vygotsky’s idea of

education through communal growth. One basis of

constructivism is this theory. It proclaims three

main subjects regarding, the zone of proximal

development, the more knowledgeable other &

social interaction [5].

Interaction with the society shows an essential part

in the course of intellectual progress. Vygotsky

sensed social learning precedes progress. By this

trend of thought the researcher finds this theory

supportive for working student in the sense that

working students have more social interaction

outside compared to full time college students.

The theory of Vygotsky encourages education

settings that learners show participation in progress.

Characters of the student and teacher are

consequently lifted, as a teacher and student

cooperate with each other to help simplify sense in

the knowledge process. Thus, learning becomes a

mutual involvement for the teacher and students.

Chapter 2

Literature Review

The postsecondary learners of today are confronted

with a composite hype of dilemma about balancing

work & family and children while in school. Some

data shows in which eighty percent of US college

students work while joining in school in 2010 –

2013 [6]. And eventually, this data increases in the

present times.

All of a student's education expenses won’t cover

working through college. More than 75% of college

students for the past 26 years, have worked while

joining school, according from the finding of the

new study of Georgetown University's Center on

Education and the Workforce [7]. The increase of

college enrollment and tuition is the primary reason

for the rise of working students.

Contrary to other study, Wirtz (2013) found out that

there is only little evidence in support of students

working for money than in some social and

situational factors [8]. Social and situational factors

were found to be significantly related reasons for

working. Grades and academic programs were also

significant to working for future education than

gaining experience and workplace skills. Working

for money is only one of the many reasons, and not

the main reason.

The National Center for Education Statistics

presented a data which shows that the growth of

college enrollment to 41% is attributed to students

who ages over 26 from 2012 to 2014 [9]. Students

now are nontraditional. There is a handful of

secondary pupils who directly go to college." said

Oppelt Kim, education specialist.

According to Carnevale, Anthony, many college

students work, but even then they have to take out

debts and loans because of the high expense of

college [10]. However, work experience can add to



working students resume that favors them to apply

for a job especially if their work is related to their

field of choice.

Only half of working students finish college in the

Philippines [11]. The CHED’s newest data, about

226,000 undergraduates in the country are presently

altering work and school. Nowadays students who

are working are into entertainment and sales, and

food service, apart from their usual times.

Studies show that working students are more

confident and possess better time-management

skills than full time students [12]. In addition to

offering a paycheck, some freedom and satisfaction,

a part-time job can offer both experience and

training. Working can reinforce what they are

learning in school and teaches students about

responsibility.

On the other hand, specialists approve that students

who work more than 15 to 20 hours per week

frequently experience decreased school success,

which lead to dropping out completely. Working

extensive hours can also limit chances to build

friendships and explore comforts that enhance

intellectual and emotional development.

According to Crabtree, D., college & career

counselor at Wheaton Academy in Illinois, ―The

main point that students should have in mind is the

importance of balance and moderation‖ [13]. It may

not be a wise decision, if working will restrict with

completing schoolwork, spending time with friends

& family or getting adequate rest.

In the study conducted by MacCann, Carolyn, et all,

entitled, ―Strategies for Success in Education: Time

Management Is More Important for Part-Time than

Full-Time Community College Students‖, revealed

that time management was a significant mediator

for working students than on full time students [14].

Another study conducted by Gbadamosi, Gbolahan,

et al indicates a finding that despite low levels of

part-time working generally among students, more

experienced older, higher level and female students

place a premium on the skills that part-time work

can develop. Significant predictor in understanding

part-time work and career aspirations are being

women and self-efficacy [15].

One of the classroom strategic teaching

interventions suitable for working students to better

facilitate learning is group work. This is

exemplified in the study conducted by Rafferty,

Patricia. The study reveals that group work

assignments contribute to the positive group work

outcomes [16].

There was a study conducted on graduate

employability, by Gbadamosi, Gbolahan et al, on

the relationship between student’s part-time work,

self- efficacy, and career aspirations in a survey of

357 UK students. The study suggests a positive

relationship on part-time work and career

aspirations. The students who value opportunity and

work part time are likely to have high career

aspirations and endeavor to improve their agenda on

employability. Self-efficacy (students' belief in their

ability to succeed) is significantly associated with

career aspiration. Finally, students' level of study

and malleable self-theories (the belief that people

are changeable and with effort can achieve more)

were found to be the strongest predictors of part-

time work, while self-efficacy is the strongest

predictor of career aspiration [17].

A study conducted by Ibrahim, Norhayati et on the

impact of work experience of Malaysian working

student’s success all indicated results that lower

academic success was related with lower intrinsic

motivation, higher negative belief, and adopting

surface learning approach. Students with a deeper

learning approach, greater intrinsic motivation, and

greater learning orientation tended to perceive

higher positive belief. In contrast, students who

favored surface learning approaches were more

likely to perceive negatively the impact of work

experiences on their academic learning. The best-

fitted path model demonstrated students' academic

success was affected negatively by negative belief

and weakly by intrinsic motivation [18].



Chapter 3

1. Research Methodology

This study used the descriptive – survey method. It

utilized a modified questionnaire from Dr. Arlen

Arellano on her study, entitled, ―Working Students

at AMAIUB: Their Pains and Gains‖ A.Y. 2014-

2015.

This study was conducted during the Second

&Third Trimester of the Academic Year 2016 –

2017. Questionnaires were distributed to the

working students in different universities in the

Kingdom of Bahrain connected to the different

companies in Bahrain and the Gulf Region.

After retrieval of the answered questionnaires, the

data were processed, analyzed and interpreted based

on the requirements of the problems.

The Statistical Package for Social Science (SPSS)

program will be used to counter-process the data

gathered for some statistical analysis. This

descriptive statistics employed include:

Frequency, Rank, & Mean were used to determine

the dominant challenges, benefits, and coping

mechanisms of working students.

The following statistics were utilized for inferential

statistics are:

T-test was used to determine the significant

difference on the dominant challenges of the

working students for their type of part-time job and

on the comparison of the difference in the coping

mechanisms of the working students for their type

of part-time job.

Chapter 4

4. Results and Discussion

4.1. The type of part-time job the students mostly

engaged in; type of company they belong and the

dominant reasons for taking part-time job.

Table 1.The type of part-time job the students mostly engaged in; type of company they belong and the

dominant reasons for taking part-time job.

Reasons Respondents Percent Rank

Money 82 54.6% 1

Experience 37 24.6 2

Interest 22 14.6 3

Spare Time 9 6 4

Total 150 100%

Company/Sector

Private 93 62 1

Government 57 38 2

Total 150 100%

Type

Business 45 30 1

Customer Service 21 14 2

Education 20 13.3 3

Medical 18 12 4

Engineering 16 10.6 5

Military 14 9.3 6

Manufacturing 12 8 7

IT 6 4 8

Food & Hospitality 5 3 9

Construction 3 2 10

Total 150 100%

Table 1 shows the rank of the reason, company

sector, and type of work of the working students.

Out of the 150 respondents of the study, their main

reason why they work part-time is because of



additional money they get compared from what they

gain to experience. There is 82 (54.6%) out of 150

respondents show money as the main reason for

working.On the question as to which company were

most of the students are working, table 1 shows that

most of them are working in the private sector

which out of the 150 respondents, 93 (62%) are in

the private sector while only 57 (38%) are in the

government.On the question as to which type of

work are mostly engaged by working students in

Bahrain, 45 (30%) of the respondents are in

business. It is followed by costumer service which

is 14% and education 13%. Contrary to the reasons

for opting to work part-time while studying is

Wirtz’s (2013) study. Working for money is not the

main reason. Social and situational factors were

found to be significantly related reasons for

working. Grades and academic programs were also

significant to working for future education than

gaining experience and workplace skills. Wirtz

(2013) study found out that there is only little

evidence in support of students working for money

than in some social and situational factors [19].

In dissimilarity with many classroom undertakings

that contain intangible knowledge, Lave (1990)

argues that learning is situated; that is, learning is

rooted within activity, context and culture [20].

Therefore, the working students reasons and

performance at school cannot be attributed by only

one factor, but also situations and culture.

Collins and Brown highlight the impression of

mental preparation [21]: ―Cognitive apprenticeship

maintains learning in a field by enabling students to

acquire, advance and practice cognitive tools in

authentic domain activity. Learning, both inside and

outside school, advances through collective social

interaction and the social building of knowledge.‖

4.2. The dominant challenges of working students.

Table 2. The dominant challenges of working students.

Indicator Mean

n=150

Descriptive

Interpretation

Rank

1. I feel physically drained due to stress between work and

university studies.

2.50 Agree 3rd

2. I usually miss my classes because of my official function. 2.15 Disagree 7th

3. I have to work more hours beyond my required work

schedule.

2.46 Disagree 4th

4. I usually get lower marks because I can’t cope with the

university requirements.

2.05 Disagree 9th

5. I spend more years in the university than those who are

regularly enrolled.

2.37 Disagree 5th

6. I don’t have quality output in the university though I am

academically qualified.

2.09 Disagree 8th

7. I have conflict with my immediate superiors at work who are

not supportive of my university studies.

2.04 Disagree 10th

8. I have class with my professors who are not aware of the

multiple roles I am experiencing.

2.31 Disagree 6th

9. I wish I could be more involved with university activities but

my work hinders me.

2.61 Agree 2nd

10. My friends and family complain of my spending less time

with them.

2.67 Agree 1st



Table 2 shows the dominant challenges of working

students, which indicates that their serious

challenge is of their friends & family’s complain of

spending less time with them. It has a mean of 2.67

and is ranked 1st. The second in rank is about them

hindered to be more involved in universities

because of work. The third dominant challenge of

working students is about them physically drained

due to stress between work and university studies.

To balance work with classes can lead to many

problems for working students. However, their hard

work is beneficial once they finish college.

Companies hired working students because of their

experience and dedication.

On the other hand, specialists approve that students

who work more than 15 to 20 hours per week

frequently experience decreased school success,

which lead to dropping out completely. Working

extensive hours can also limit chances to build

friendships and explore comforts that enhance

intellectual and emotional development

4.3. The benefits of working students compared to full-time students.

Table 3. The benefits of working students compared to full-time students.

Indicator Mean

n=150

Descriptive

Interpretation

Rank

1. Extra income gives me a desirable lifestyle. 3.00 Agree 3rd

2. I gain the skill I can apply in my future career. 2.95 Agree 5th

3. The experience I gained may be appealing to my future

employer.

2.99 Agree 4th

4. My job is related to my present career goals. 2.87 Agree 9th

5. Employers believe the company will benefit from their

employers’ finishing their degrees.

2.89 Agree 7th

6. Students’ work are related to their future careers. 2.91 Agree 6th

7. Working increases my awareness of time management. 2.88 Agree 8th

8. Employers understand the lives of working students. 2.79 Agree 10th

9. Students work for financial security. 3.05 Agree 2nd

10. People make a lot of friends at work. 3.06 Agree 1st

Table 3 shows the benefits of working students

compared to full-time students. The highest in rank

as to the benefits the working students experience is

the indicator that they can win a lot of friends at

work. The 2nd indicator is for financial security.

And the 3rd in rank is the indicator that says that

working gives them extra income for a desirable

lifestyle.

According to Carnevale, Anthony, many college

students work, but even then they have to take out

debts and loans because of the high expense of

college [22]. However, work experience can add to

working students resume that favors them to apply

for a job especially if their work is related to their

field of choice.

Studies show that working students are more

confident and possess better time-management

skills than full time students [23]. In addition to

offering a paycheck, some freedom and satisfaction,

a part-time job can offer both experience and

training. Working can reinforce what they are

learning in school and teaches students about

responsibility.



4.4. The coping mechanisms of working students.

Table 4. The coping mechanisms of working students

Indicator Mean

n=150

Descriptive

Interpretation

Rank

1. I have a strong support system from my family, friends and

significant others.

3.10 Agree 1st

2. I find time for leisure activities related to my interests. 2.90 Agree 7th

3. My parents help me financially. 2.56 Agree 10th

4. I find time to hang out with my friends. 2.79 Agree 9th

5. I can manage to get good marks in the university. 2.95 Agree 5th

6. I feel that I cope well by balancing my multiple roles. 2.88 Agree 8th

7. I can give my best efforts both in the university and in my

work.

2.94 Agree 6th

8. I have a strong determination to finish my degree. 3.03 Agree 3rd

9. I have high hopes for my career. 3.06 Agree 2nd

10. I pray I can manage my daily routine. 2.97 Agree 4th

Table 4 is the ranking of coping mechanisms of

working students. The 1st in rank is the indicator

that states of working students to have a strong

support system from family, friends and significant

others. This is followed by the 2nd coping

mechanism which suggests that working students

have high hopes for their career. The 3rd indicator

that plays in the heart of the students are their strong

determination to finish their degree.

A study conducted by Ibrahim, Norhayati et on the

impact of work experience of Malaysian working

student’s success all indicated results that lower

academic success was related with lower intrinsic

motivation, higher negative belief, and adopting

surface learning approach. Students with a deeper

learning approach, greater intrinsic motivation, and

greater learning orientation tended to perceive

higher positive belief. In contrast, students who

favored surface learning approaches were more

likely to perceive negatively the impact of work

experiences on their academic learning. The best-

fitted path model demonstrated students' academic

success was affected negatively by negative belief

and weakly by intrinsic motivation [24].

4.5. Significant difference in the dominant challenges of the working students for their type of part-

time job.

Table 5. Comparison of the difference in the dominant challenges of the working students for their type of

part-time job.

Sum of

Squares

df Mean

Square

F Sig. Interpretation

Dominant

challenges of

working

students

Between

Groups

5.714 9 .635 2.059 .037* Statistically significant

Within

Groups

43.159 140 .308

Total 48.874 149



The mean difference is significant at the .05 level. Multiple Comparisons

Dependent

Variable

(I) TYPE (J) TYPE Mean

Difference (I-

J)

Sig. Interpretation

Dominant

challenges of

working

students

business Medical .4817 .025* Statistically

significant

engineering .4629 .005* Statistically

significant

medical Military -.4964 .046* Statistically

significant

Customer service -.4607 .048* Statistically

significant

manufacturing -.6833 .008* Statistically

significant

construction -.8083 .033* Statistically

significant

engineering Military -.4777 .020* Statistically

significant

Customer service -.4420 .018* Statistically

significant

manufacturing -.6646 .002* Statistically

significant

construction -.7896 .025* Statistically

significant

* The mean difference is significant at the .05 level.

Table 5 shows that there is significant difference in

the dominant challenges of the working students for

their type of part-time job. Thus, the null hypothesis

which states that there is no significant difference in

the dominant challenges of the working students for

their type of part-time job is rejected.

Only half of working students finish college in the

Philippines [25]. The CHED’s newest data, about

226,000 undergraduates in the country are presently

altering work and school. Nowadays students who

are working are into entertainment and sales, and

food service, apart from their usual times.

There was a study conducted on graduate

employability, by Gbadamosi, Gbolahan et al, on

the relationship between student’s part-time work,

self- efficacy, and career aspirations in a survey of

357 UK students. The study suggests a positive

relationship on part-time work and career

aspirations. The students who value opportunity and

work part time are likely to have high career

aspirations and endeavor to improve their agenda on

employability. Self-efficacy (students' belief in their

ability to succeed) is significantly associated with

career aspiration. Finally, students' level of study

and malleable self-theories (the belief that people

are changeable and with effort can achieve more)

were found to be the strongest predictors of part-

time work, while self-efficacy is the strongest

predictor of career aspiration [26].

4.6. Significant difference in the coping mechanisms of the working students for their type of part-

time job.

Table 6. Comparison of the difference in the coping mechanisms of the working students for their type of

part-time job.



Sum of

Squares

df Mean

Square

F Sig. Interpretation

Coping

mechanisms

Between

Groups

10.321 9 1.147 2.793 .005* Statistically

significant

Within

Groups

57.474 140 .411

Total 67.795 149

* The mean difference is significant at the .05 level. Multiple Comparisons

Dependent

Variable

(I) TYPE (J) TYPE Mean

Difference (I-J)

Sig. Interpretation

Coping

mechanisms that

can be enhanced

to help students

to graduate in

their desired

time

education business .4139 .018* Statistically significant

medical .5925 .029* Statistically significant

engineering .8238 .000* Statistically significant

manufacturing .4717 .046* Statistically significant

food & hospitality .9650 .003* Statistically significant

business engineering .4099 .030* Statistically significant

military -.4160 .036* Statistically significant

medical military -.5946 .038* Statistically significant

engineering military -.8259 .001* Statistically significant

Customer service -.4664 .030* Statistically significant

* The mean difference is significant at the .05 level.

Table 6 revealed that there is significant difference

in the coping mechanism of the working students

for their type of part-time job. Thus, the null

hypothesis which states that there is no significant

difference in the coping mechanism of the working

students for their type of part-time job is rejected.

According to Crabtree, D., college & career

counselor at Wheaton Academy in Illinois, ―The

main point that students should have in mind is the

importance of balance and moderation‖ [27]. It may

not be a wise decision, if working will restrict with

completing schoolwork, spending time with friends

& family or getting adequate rest.

In the study conducted by MacCann, Carolyn, et all,

entitled, ―Strategies for Success in Education: Time

Management Is More Important for Part-Time than

Full-Time Community College Students‖, revealed

that time management was a significant mediator

for working students than on full time students [28].

Chapter 5

5. Conclusions and Recommendations

5.1 Conclusions

Based from the findings of the study, the following

conclusions are drawn:

Out of the 150 respondents of the study, their main

reason why they work part-time is because of

additional money and not so much for experience.

More than half of the respondents are working in

the private sector. Many of them are into business

and customer service.

Their serious challenge is of their friends &

family’s complain of spending less time with them.

Although their highest benefit revealed is winning a

lot of friends at work and financial security.

Nevertheless, they find comfort to have a strong

support system from family, friends and significant

others as their highest source of coping mechanism

aside from their high hopes and determination in

finishing their career.

Inferential analysis revealed that there is significant

difference in the dominant challenges & coping

mechanism of the working students for their type of

part-time job. Thus, both the null hypotheses were

rejected.



5.2 Recommendations

Based from the findings of the study, the following

recommendations are drawn:

1. Working students have to balance work and

study by having a good sense of time

management.

2. Teachers can use the working student’s

survey to appraise alternative methods of

assessment and instructional strategies.

3. School administrators can develop or

enhance instructional curriculum in favor for

working students.

4. An in-depth study on the findings of this

study will merit further knowledge.

References

1. Natalie Smith. Problems Faced by Part-Time

University Students.

http://oureverydaylife.com/research-problems-

faced-parttime-university

2. http://oureverydaylife.com/research-problems-

faced-parttime-university-

3. Lave, J., & Wenger, E. (1990). Situated

Learning: Legitimate Periperal Participation.

Cambridge, UK: Cambridge University Press.

4. Brown, J.S., Collins, A. & Duguid, S. (1989).

Situated cognition and the culture of learning.

Educational Researcher, 18(1), 32-42

5. Vygotsky, L. S. (1980). Mind in society: The

development of higher psychological processes.

Harvard university press.

6. Tina Tuttle. Problems of Working Students.

http://www.termpaperwarehouse.com/

7. Rapacon, Stacy. More College Students are

Working while Studying.

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working students: their benefits, challenges and coping

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